LESSON STUDY: A FORMATION IN THE CONTEXT OF PEDAGOGICAL KNOWLEDGE AND KNOWLEDGE

Abstract

The objective of this essay was to analyze the Lesson Study (LS) methodology and how it contributes to the professional development of teachers, with pedagogical content knowledge (PCK) and knowledge, in teaching and learning situations. The article addresses the question: How do PCK and EA help in the professional development process? A literature review was carried out, in the modality defined as integrative review, because the proposal is to respond, in a planned way, to a specific question. The analysis shows the possibility of transferring the EA to training and suggests, as a reflection, the opportunity for teachers to reflect on their knowledge, and face different pedagogical dilemmas and teaching and learning problem situations. It is suggested that such training encourages the construction of the PCK and helps teachers in the use of active teaching methodologies focused on student learning.